Consensus on Social Determinants of Health Knowledge Topics and Behavior Learning Goals Across Primary Care Residencies: Results of a Delphi Study.

Purpose: Social determinants of health (SDH) are a substantial contributor to health outcomes and health inequities across populations. The Accreditation Council for Graduate Medical Education has called for the incorporation of SDH into graduate medical education (GME), yet there is no consensus on what SDH knowledge or skills residents in primary care specialties should have on completion of training. The aim of this study was to develop expert consensus on the most important SDH knowledge topics and behavior learning goals for residents in 4 primary care fields.

Advancing integrated care through cotraining of residents and psychology postdoctoral fellows.

Introduction: While integrated behavioral health (IBH) is growing as a primary care practice paradigm, there are gaps in developing the workforce needed. In particular, there are few examples of cotraining curricula in IBH for family medicine residents with postdoctoral psychology fellows. Furthermore, even fewer programs incorporate a colearning primary care practice environment featuring a targeted approach to care for patients with chronic illness using panel management and integrated care.

Using Reflections to Evaluate the STFM Behavioral Science/Family Systems Educator Fellowship.

Background And Objectives: A group of family medicine educators identified a need and developed a 1-year fellowship for early career behavioral science educators. This occurred in response to a reduction in previous opportunities and resources. The program was designed to shape and mentor new behavioral science faculty teaching in family medicine departments and programs.

STFM Behavioral Science/Family Systems Educator Fellowship: Evaluation of the First 4 Years.

Background: The discipline of family medicine has long valued the behavioral sciences. Most residency training programs employ a clinical psychologist, social worker, or family therapist to deliver behavioral science curriculum to their residents. However, the cultures and content of training for behavioral sciences and medical professions are quite different, leaving the lone behavioral scientist feeling professionally isolated and unprepared to translate knowledge and skills into tools for the family physician.

Exploring the spiritual/religious dimension of patients: a timely opportunity for personal and professional reflection for graduating medical students.

Teaching about spirituality in medical school training is lacking. Spirituality is a dimension of humanity that can put experiences of health and illness into a meaningful context. Medical students might benefit from understanding how spirituality is an important element in learning to care for patients.

The residency program in social medicine of Montefiore Medical Center: 37 years of mission-driven, interdisciplinary training in primary care, population health, and social medicine.

Founded in 1970 to train physicians to practice in community health centers and underserved areas, the Residency Program in Social Medicine (RPSM) of Montefiore Medical Center, Bronx, New York, has graduated 562 board-eligible family physicians, general internists, and pediatricians whose careers fulfill this mission. The RPSM was a model for federal funding for primary care residency programs and has received Title VII grants during most of its history. The RPSM has tailored its mission and structured its curriculum to promote a community and population orientation and to provide the requisite knowledge and skills for integrating social medicine into clinical practice.

Medical residents' perceptions of end-of-life care training in a large urban teaching hospital.

Background: Contemporary medicine has begun to reemphasize the importance of palliative and end-of-life-care. This shift requires a commensurate change in physician education to provide adequate palliative care training. The present research assessed medical residents' perceptions of their clinical and educational experiences in palliative care training as provided by a large urban teaching hospital.